few_shots: Example:
Problem/activity:
Task
Cruz and Erica were both getting ready for soccer.
Cruz ran 1 lap around the school.
Erica ran 3 laps around the playground.
Erica said,
I ran more laps, so I ran farther.
Cruz said,
4 laps around the school is 1 mile, but it takes 12 laps around the playground to go 1 mile. My laps are much longer, so I ran farther.
Who is right? Draw a picture to help you explain your answer.


Mathematical concept/skill options: 
A. Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers.
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.
B. Extend understanding of fraction equivalence and ordering.
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.
C. Use equivalent fractions as a strategy to add and subtract fractions.
D. Develop Understanding of fractions as numbers.
Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.
E. Apply and extend previous understandings of multiplication and division to multiply and divide fractions.
F. Understand decimal notation for fractions, and compare decimal fractions.
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.


Thought: In this problem, students learn to recognize equivalent fractions. That is, three laps around the playground is 3/12 mile, which is equivalent to 1/4, which is one lap around the school.
Answer: B

Now, assign the following problem or activity to one or more relevant mathematical concepts/skills it teaches.
shot_info: im_task_000212

4
options: Represent and solve equations and inequalities graphically.

Represent and solve problems involving addition and subtraction.

Understand properties of multiplication and the relationship between multiplication and division.

Analyze patterns and relationships.

Represent and analyze quantitative relationships between dependent and independent variables.

Solve problems involving the four operations, and identify and explain patterns in arithmetic.

Perform arithmetic operations on polynomials.

Work with equal groups of objects to gain foundations for multiplication.

Create equations that describe numbers or relationships

Reason about and solve one-variable equations and inequalities.

Gain familiarity with factors and multiples.

Solve equations and inequalities in one variable.

Solve real-life and mathematical problems using numerical and algebraic expressions and equations.

Rewrite rational expressions.

Analyze and solve linear equations and pairs of simultaneous linear equations.

Write and interpret numerical expressions.

Understand the connections between proportional relationships, lines, and linear equations.

Use polynomial identities to solve problems.

Add and subtract within 20.

Understand solving equations as a process of reasoning and explain the reasoning.

Understand the relationship between zeros and factors of polynomials.

Work with radicals and integer exponents.

Represent and solve problems involving multiplication and division.

Generate and analyze patterns.

Apply and extend previous understandings of arithmetic to algebraic expressions.

Solve systems of equations.

Use properties of operations to generate equivalent expressions.

Write expressions in equivalent forms to solve problems.

Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.

Understand and apply properties of operations and the relationship between addition and subtraction.

Use the four operations with whole numbers to solve problems.

Multiply and divide within 100.

Work with addition and subtraction equations.

Interpret the structure of expressions.
problem_activity: Activity
In this activity, students see that taking the square root of each side of an equation doesn’t necessarily preserve solutions like other algebraic moves they have used in the past.
Launch
Arrange students in groups of 2. Encourage students to discuss their responses with a partner as they work. If they disagree with their partner, they should work to reach agreement.
Writing, Listening, Conversing: MLR1 Stronger and Clearer Each Time.
Use this routine to help students improve their written responses for Priya’s question. Give students time to meet with 2–3 partners to share and receive feedback on their responses. Display feedback prompts that will help students strengthen their ideas and clarify their language. For example, “How do the graphs show that there are two solutions?”, “What is the definition of a square root?”, and “What happened when Tyler took the square root of each side?” Invite students to go back and revise or refine their written responses based on the feedback from peers. This will help students justify why the equation
\(x^2-1=3\)
must have two solutions.
Design Principle(s): Optimize output (for justification); Cultivate conversation
Student Facing
Tyler was solving this equation:
\(\displaystyle x^2 - 1 = 3\)
He said, “I can add 1 to each side of the equation and it doesn’t change the equation. I get
\(x^2 = 4\)
.”
Priya said, “It does change the equation. It just doesn’t change the solutions!” Then she showed these two graphs.
Figure A
[IMG]
Figure B
[IMG]
How can you see the solution to the equation
\(x^2 - 1 = 3\)
in Figure A?
How can you see the solution to the equation
\(x^2 = 4\)
in Figure B?
Use the graphs to explain why the equations have the same solutions.
Tyler said, “Now I can take the square root of each side to get the solution to
\(x^2 = 4\)
. The square root of
\(x^2\)
is
\(x\)
. The square root of 4 is 2.” He wrote:
\(\begin{align}x^2 &= 4\\ \sqrt{x^2} &= \sqrt{4} \\ x &= 2 \end{align}\)
Priya said, “But the graphs show that there are
two
solutions!” What went wrong?
Student Response
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for free access to Student Response.
Activity Synthesis
Invite students to share their responses. Discuss the connection between the graphs and the solutions to the equations. The important idea is that the operation of taking the square root results in a positive number, but there are two square roots of every non-zero number, one positive and one negative. This means that when Tyler takes the square root of both sides of the equation, he does not get an equivalent equation. To find all possible solutions, he should remember that
\(x^2\)
has two roots,
\(x\)
and
\(\text-x\)
, and that 4 has two square roots, 2 and -2. This gives him the pair of equations
\(x=2\)
and
\(x=\text-2\)
.
Representation: Internalize Comprehension.
Use color-coding and annotations to highlight connections between representations in a problem. As students share their reasoning about the solutions to the equations, scribe their thinking on a visible display. Use the same color to highlight the connection between the graphs and the solutions to the equations.
Supports accessibility for: Visual-spatial processing; Conceptual processing


correct_option_index: 19